Adult Literacy, Functional English, and GCSE Resources

This reading resource is designed for Functional Skills English learners. It is aimed at level 1 and level 2, although it may be adapted for Entry level 3 also. The resource is comprised of two texts that suggest how teenagers and young people can look after their mental health during the coronavirus (COVID-19) outbreak. Text A is adapted from the UNICEF website, and Text B is an informal email written from a worried friend to another. The questions are written to model the reformed Edexcel Functional Skills exams, and are aimed to give learners practice in a range of exam-style readi

Level

L1

L2

GCSE L1-5

T Levels - embedded maths or English

English

FE L1.9 Identify and understand the main points, ideas and details in texts

FE L1.10 Compare information, ideas and opinions in different texts

FE L1.11 Identify meanings in texts and distinguish between fact and opinion

FE L1.12 Recognise that language and other textual features can be varied to suit different audiences and purposes

FE L1.13 Use reference materials and appropriate strategies (e.g. using knowledge of word types) for a range of purposes, including to find the meaning of words

FE L1.14 Understand organisational and structural features and use them to locate relevant information (e.g. index, menus, subheadings, paragraphs) in a range of straightforward texts

FE L1.15 Infer from images meanings not explicit in the accompanying text

During the Covid-19 lockdown I started working online in Google Classroom and created this L1-2 writing task (and an accompanying introductory presentation) in Google Docs / Slides. Use the presentation to introduce learners (if needed) to Captain Tom and his remarkable achievement for the NHS (national health service) during the Covid-19 crisis. Slides also provide links to related news articles (important for background information and also for demonstrating the layout and language features of articles).

Level

L1

L2

English

FE L1.23 Write text of an appropriate level of detail and of appropriate length (including where this is specified) to meet the needs of purpose and audience

FE L1.24 Use format, structure and language appropriate for audience and purpose

L1.25 Write consistently and accurately in complex sentences, using paragraphs where appropriate

FE L2.24 Write text of an appropriate level of detail and of appropriate length (including where this is specified) to meet the needs of purpose and audience

Based on a text about the annual St Patrick's Parade in London. Aimed at L1 /L2 Reformed Functional Skills learners but also includes some Entry Level questions. Unlike formal assessment papers, questions are arranged by topic so that teachers can pick and choose the subjects they want to focus on. Includes:

Level

E3

L1

L2

English

Functional English reading

E3.10 Identify different purposes of straightforward texts

FE E3.11 Use effective strategies to find the meaning of words (e.g. a dictionary, working out meaning from context; using knowledge of different word types)

FE E3.12 Understand organisational features and use them to locate relevant information (e.g. contents, index, menus, tabs and links)

FE L1.11 Identify meanings in texts and distinguish between fact and opinion

FE L1.12 Recognise that language and other textual features can be varied to suit different audiences and purposes

FE L1.13 Use reference materials and appropriate strategies (e.g. using knowledge of word types) for a range of purposes, including to find the meaning of words

FE L1.14 Understand organisational and structural features and use them to locate relevant information (e.g. index, menus, subheadings, paragraphs) in a range of straightforward texts

FE L1.15 Infer from images meanings not explicit in the accompanying text

This is a speaking and listening activity written in the style of the NCFE reformed Functional Skills assessment. It is based on the 'Happy News: It's not all bad' reading resource previously published on skillsworkshop. Three task are covered: presentation (talk), Q&A session and a formal discussion.

A reading comprehension based on articles taken from Emily Coxhead's The Happy News. This publication is to "celebrate all that's good in the world" and so it seemed a good time at the start of the year to have the opportunity to talk about the positives, rather than negatives, around us. Questions cover many aspects or the new reformed L1-2 curriculum including: main points & detail, textual and organisation features, interpreting punctuation and understanding vocabulary. I am also planning to use this as the basis of a speaking and listening discussion.

Level

L1

L2

English

FE L1.9 Identify and understand the main points, ideas and details in texts

FE L2.11 Identify the different situations when the main points are sufficient and when it is important to have specific details

FE L1.17 Read and understand a range of specialist words in context

FE L2.14 Understand the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and purposes

FE L1.18 Use knowledge of punctuation to aid understanding of straightforward texts

Specifically written to focus only on comparing and contrasting texts (now expected at Level 1 and Level 2). This set of graduated questions uses texts from "Six Texts about TV Licences" (available separately on skillsworkshop) and encourages learners to compare content, format, purpose and language of texts based on similar topics.

Level

L1

L2

English

FE L1.10 Compare information, ideas and opinions in different texts

FE L2.12 Compare information, ideas and opinions in different texts, including how they are conveyed

A set of six texts about TV Licences that can be used in various combinations for Functional Skills (FS) speaking, listening and communicating; reading and writing activities. Teachers can pick and choose their own texts and create related DARTs (directed activities related to text) and questions to suit. There will also be pre-prepared resources on skillsworkshop. When selecting texts consider the interests and levels of your learners, and what type of text and purpose you want to focus on.